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This routine encourages careful observation and thoughtful inquiry. Participants begin by closely observing an object, image, or situation and describing what they see. They then reflect on their observations, considering possible meanings and interpretations. Finally, they express their curiosity by asking questions about what they have observed and thought about, fostering deeper inquiry and engagement. This routine helps develop critical thinking skills and promotes a sense of curiosity and discussion.

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CCSS.ELA-Literacy.SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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ISTE.1.1 Empowered Learner

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

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Exploring Leadership through See, Think, Wonder

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Exploring Leadership through See, Think, Wonder

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Students will develop a deeper understanding of leadership by using the "See, Think, Wonder" routine and creating a concept map with Gliffy.

1. See: Watch the provided video on leadership or observe a real-life example of leadership in action. Take detailed notes on what you see. Focus on specific actions, behaviors, and interactions that demonstrate leadership.

2. Think: Reflect on your observations. Consider what these actions and behaviors might mean in the context of leadership.

1. Concept Mapping: Use Gliffy to create a concept map that visually represents your understanding of leadership based on your "See, Think, Wonder" routine.

3. Wonder: Write down any questions that arise from your observations and reflections. What are you curious about regarding leadership? What do you want to explore further?

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This helps students summarize and capture the essence of a topic or concept. Participants create a headline that conveys the core message or main idea of what they have learned or observed, similar to how a newspaper headline encapsulates the key points of a story. This routine encourages students to distill their thoughts and focus on the most important aspects, promoting clarity and deeper understanding

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CCSS.ELA-Literacy.SL.11-12.4

Present information, findings, and supporting evidence conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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ISTE.1.6 Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

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Understanding Levels of Leadership through Headlines

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Understanding Levels of Leadership through Headlines

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Students will explore and summarize the different levels of leadership using the "Headlines" routine and present their findings in a Google Slides presentation.

1. For each level of leadership, create a headline that captures the essence or main idea of that level. Think of it as a newspaper headline that summarizes the most important aspect.

2. Your headlines should be concise, clear, and reflective of the core message of each leadership level.

1. Create a Google Slides presentation with the following structure:

1. Title Slide: Include the title of your presentation and your name.

2. Introduction Slide: Briefly introduce the concept of leadership and the purpose of your presentation.

3. Slides for Each Level of Leadership: For each level, include:

1. The headline you created.

2. A brief explanation of the level, including key characteristics and examples.

3. Any relevant images or graphics to enhance your presentation.

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This routine is designed to encourage reasoning and evidence-based thinking. When using this routine, participants make a statement or observation and then explain the reasoning behind it by answering the question, "What makes you say that?" This process helps to clarify their thinking, make their thought processes explicit, and support their conclusions with evidence.

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CCSS.ELA-Literacy.SL.11-12.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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ISTE.1.4 Innovative Designer

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

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Exploring Transformational Leadership through “What Maker You Say That”

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Exploring Transformational Leadership through “What Maker You Say That”

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Students will conduct their own research on transformational leadership. Focus on key characteristics, examples, and the impact of transformational leaders.

1. Take detailed notes on your findings.

1. Identify three key statements or observations about transformational leadership from your research.

2. For each statement, explain your reasoning by answering the question, "What makes you say that?" Provide evidence or examples to support your explanations.

2. Use Pinterest to find and bookmark images, quotes, or articles related to transformational leaders. Look for examples that illustrate the key characteristics and impact of transformational leadership.

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1. Council of Chief State School Officers. (2010). Common Core State Standards. CoreStandards.org. http://www.corestandards.org

2. Heredia, I. (2017). Evaluating the effect of visible thinking routines on students’ awareness and conceptions of thinking and understanding in the science classroom. Montana State University. Retrieved from Montana State University ScholarWorks.

3. ISTE. (2017, June). ISTE standards: Students. ISTE. Retrieved {{April  1, 2025}}, from https://www.iste.org/standards/iste-standards-for-students

4. Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.

5. Tham, C. T. H. (2024). Augmenting discussion effectiveness through the implementation of thinking routines to visualize learners’ cognitive processes. International Journal of Current Science Research and Review. Retrieved from International Journal of Current Science Research and Review.